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Issues in Assessing Phonological Skills
Phonological Awareness Assessment
Phonological Blending Assessment
The Rationale for Assessing Rapid Automatized Naming and
Working Memory
Summary
Chapter Seven: Assessing Phonics Skills
Orthographic Knowledge
Assessing Phonics Skills
Summary
Chapter Eight: Assessing Word Identification and Reading
Fluency
The Assessment of Word-Reading Skills
Untangling the Confound Between Word Recognition and
Word Identification
Word Identification Subtests
The Assessment of Word-Reading Fluency
Types of Fluency Tasks
Summary
Chapter Nine: Assessing Reading Comprehension and Related
Skills
Reading Comprehension Assessment
Tests of Reading Comprehension
Tests of Listening Comprehension
Assessment of Skills That Contribute to Reading
Comprehension and Listening Comprehension
Summary
Chapter Ten: Effective Approaches for Preventing Reading
Difficulties
Prevention: Removing the Hurdles Before the Race Begins
Experimental Support for Phonological Awareness Instruction
Experimental Support for Explicit and Systematic Letter-
Sound Instruction
Practical Considerations Regarding Teaching Letter-Sound
Skills and Phonics
The Centrality of Phonology in Word Reading
Phonological Awareness Training Programs
Preventing Literacy-Related Language Difficulties
Summary
Chapter Eleven: Effective Approaches for Overcoming or
Minimizing Reading Difficulties
Intervention with Word-Level Reading Difficulties
Popular Reading Interventions With Modest or Minimal
Results
Reading Intervention Research With Minimal to Modest
Results
The Phonological Awareness Intervention Continuum
Reading Intervention Studies with Highly Successful Results
Specific Programs Used in Highly Successful Outcome Studies
Addressing Comprehension Difficulties
Making It Work: Practical Intervention Issues
Summary
Chapter Twelve: Case Illustrations
Mild Dyslexic Pattern
Severe Dyslexic Pattern
ELL Student
Compensator Pattern
Hyperlexic Type
Summary
Chapter Thirteen: Reading Difficulties and Learning Disability
Identification
Far Fewer Students with SLD?
Characteristics That Suggest an Educational Disability—Part
1: SLD in Word-Level Reading
Characteristics That Suggest an Educational Disability—Part
2: Reading Comprehension
General Guidelines for Identifying a Reading Disability
Summary
Afterword
Glossary
Further Reading
References
About the Author
About the Online Resources
Content Included in the Online Resources
Index
End User License Agreement
List of Illustrations
Chapter Two: How We Teach Reading and Why It Does Not Work
With Struggling Readers
Figure 2.1 Terminology Related to Word-Level Reading
Figure 2.2 A Sampling of Some of the Many Possible Visual
Forms of “Reading”
Chapter Three: A Practical Framework for Understanding and
Assessing Reading Skills
Figure 3.1 English Words in Non-English Scripts
Figure 3.2 Two Questions to Consider When Students Display
Reading Comprehension Difficulties
Figure 3.3 Types of Reading Difficulties Organized Under the
Simple View of Reading
Figure 3.4 Common Skill Pattern of Compensating Readers
(Mean Performances)
Figure 3.5 Reading and Its Components Based on the Original
Formulation of the Simple View of Reading
Figure 3.6 A Sample of a Rapid Naming Task With Digits
Figure 3.7 Word-Level Reading in an Expanded Simple View
of Reading
Figure 3.8 The Components of Linguistic Comprehension in
an Expanded Simple View of Reading
Chapter Four: Understanding Word Recognition Difficulties
Figure 4.1 Skills Involved in Letter-Name and Letter-Sound
Knowledge
Figure 4.2 Phonic Decoding. The contribution of letter-sound
knowledge and phonological blending to activate the spoken
form of words
Figure 4.3 The Orthographic Mapping/Sight Word Learning
Process. Sounds in the phonological lexicon map onto letters
via phoneme awareness/analysis to produce an orthographic
memory of written words
Figure 4.4 The Orthographic Mapping Process. Whole-word
pronunciations are phonemically analyzed and then
connected with printed letter strings
Chapter Six: Assessing Phonological Processing Skills
Figure 6.1 A Comparison of Four Phonological Awareness
Subtests with 67 Students in the Winter/Spring of First Grade
Figure 6.2 A Comparison of Four Phonological Awareness
Subtests with 50 Students in the Winter/Spring of Second
Grade
Chapter Ten: Effective Approaches for Preventing Reading
Difficulties
Figure 10.1 Developmental Teaching Hierarchy for
Phonological Awareness Skills
List of Tables
Chapter Two: How We Teach Reading and Why It Does Not Work
With Struggling Readers
Table 2.1 What the Three Classic Reading Approaches Have to
Say (or Not Say) About Word Identification Versus Word
Recognition
Chapter Four: Understanding Word Recognition Difficulties
Table 4.1 The Most Common English Words That Contain
More Than One Irregular Letter-to-Sound Correspondence
Chapter Eight: Assessing Word Identification and Reading
Fluency
Table 8.1 The Type of Lines a Student Sees on the TOSWRF-2
Representing Three Levels of Difficulty (None Are Actual
Lines From the Test)
Chapter Ten: Effective Approaches for Preventing Reading
Difficulties
Table 10.1 Comparisons of Groupings in the Bradley and
Bryant (1983), Ball and Blachman (1988) and Cunningham
(1990) Studies
Chapter Twelve: Case Illustrations
Table 12.1 List of Abbreviations for Tests
Table 12.2 Eugene—November of Grade 2 (2003)
Table 12.3 Karen—May of Grade 6 (2011)
Table 12.4 Tim—June of Grade 8 (2010)
Table 12.5 Jim—December of Grade 6 (2010)
Table 12.6 Sean—September of Grade 3 (2005)
Table 12.7 Norma—May of Grade 6 (2009)
Essentials of Psychological Assessment
Series
Series Editors, Alan S. Kaufman and Nadeen
L. Kaufman
Essentials of 16 PF® Assessment
by Heather E.-P. Cattell and James M. Schuerger
Essentials of ADHD Assessment for Children and Adolescents
by Elizabeth P. Sparrow and Drew Erhardt
Essentials of Assessment Report Writing
by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman,
and Alan S. Kaufman
Essentials of Assessment with Brief Intelligence Tests
by Susan R. Homack and Cecil R. Reynolds
Essentials of Autism Spectrum Disorders Evaluation and
Assessment
by Celine A. Saulnier and Pamela E. Ventola
Essentials of Bayley Scales of Infant Development–II Assessment
by Maureen M. Black and Kathleen Matula
Essentials of Behavioral Assessment
by Michael C. Ramsay, Cecil R. Reynolds, and R. W. Kamphaus
Essentials of Career Interest Assessment
by Jeffrey P. Prince and Lisa J. Heiser
Essentials of CAS Assessment
by Jack A. Naglieri
Essentials of Cognitive Assessment with KAIT and Other Kaufman
Measures
by Elizabeth O. Lichtenberger, Debra Broadbooks, and Alan S.
Kaufman
Essentials of Conners Behavior Assessments™
by Elizabeth P. Sparrow
Essentials of Creativity Assessment
by James C. Kaufman, Jonathan A. Plucker, and John Baer
Essentials of Cross-Battery Assessment, Third Edition
by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso
Essentials of DAS-II® Assessment
by Ron Dumont, John O. Willis, and Colin D. Elliot
Essentials of Dyslexia Assessment and Intervention
by Nancy Mather and Barbara J. Wendling
Essentials of Evidence-Based Academic Interventions
by Barbara J. Wendling and Nancy Mather
Essentials of Executive Functions Assessment
by George McCloskey and Lisa A. Perkins
Essentials of Forensic Psychological Assessment, Second Edition
by Marc J. Ackerman
Essentials of IDEA for Assessment Professionals
by Guy McBride, Ron Dumont, and John O. Willis
Essentials of Individual Achievement Assessment
by Douglas K. Smith
Essentials of KABC-II Assessment
by Alan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher-
Janzen, and Nadeen L. Kaufman
Essentials of Millon™ Inventories Assessment, Third Edition
by Stephen Strack
Essentials of MMPI-A™ Assessment
by Robert P. Archer and Radhika Krishnamurthy
Essentials of MMPI-2® Assessment, Second Edition
by David S. Nichols
Essentials of Myers-Briggs Type Indicator® Assessment, Second
Edition
by Naomi Quenk
Essentials of NEPSY® -II Assessment
by Sally L. Kemp and Marit Korkman
Essentials of Neuropsychological Assessment, Second Edition
by Nancy Hebben and William Milberg
Essentials of Nonverbal Assessment
by Steve McCallum, Bruce Bracken, and John Wasserman
Essentials of PAI® Assessment
by Leslie C. Morey
Essentials of Planning, Selecting, and Tailoring Interventions for
Unique Learners
edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P.
Flanagan
Essentials of Processing Assessment, Second Edition
by Milton J. Dehn
Essentials of Response to Intervention
by Amanda M. VanDerHeyden and Matthew K. Burns
Essentials of Rorschach® Assessment
by Tara Rose, Nancy Kaser-Boyd, and Michael P. Maloney
Essentials of School Neuropsychological Assessment, Second
Edition
by Daniel C. Miller
Essentials of Specific Learning Disability Identification
by Dawn Flanagan and Vincent C. Alfonso
Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment
by Gale H. Roid and R. Andrew Barram
Essentials of TAT and Other Storytelling Assessments, Second
Edition
by Hedwig Teglasi
Essentials of Temperament Assessment
by Diana Joyce
Essentials of WAIS® -IV Assessment, Second Edition
by Elizabeth O. Lichtenberger and Alan S. Kaufman
Essentials of WIAT® -III and KTEA-II Assessment
by Elizabeth O. Lichtenberger and Kristina C. Breaux
Essentials of WISC® -IV Assessment, Second Edition
by Dawn P. Flanagan and Alan S. Kaufman
Essentials of WJ III™ Cognitive Abilities Assessment, Second
Edition
by Fredrick A. Schrank, Daniel C. Miller, Barbara J. Wendling, and
Richard W. Woodcock
Essentials of WJ IV™ Tests of Achievement Assessment
by Nancy Mather and Barbara J. Wendling
Essentials of WMS® -IV Assessment
by Lisa Whipple Drozdick, James A. Holdnack, and Robin C.
Hilsabeck
Essentials of WNV™ Assessment
by Kimberly A. Brunnert, Jack A. Naglieri, and Steven T. Hardy-Braz
Essentials of WPPSI™ -IV Assessment
by Susan Engi Raiford and Diane Coalson
Essentials of WRAML2 and TOMAL-2 Assessment
by Wayne Adams and Cecil R. Reynolds
Essentials of Assessing,
Preventing, and Overcoming
Reading Difficulties
David A. Kilpatrick
